EXAM 4 STUDY GUIDE CHAPTER 8 Piaget s theory of cognitive development stages bridges Sensory motor birth 2 years old action interact with the environment Object permanence knowing something still exist even when it is not present major achievement Pre operational age 2 7 move into this when they show signs of symbolic function understanding that one thing can stand for another symbolic learning Egocentrism everyone sees what they see Animistic thinking believing that inanimate objects have human feelings Concrete operations age 7 11 or 12 rules Conservation concepts that a given quantity remains the same despite being rearranged or changed in appearance as long as nothing is given or taken away Formal Operation 11 or 12 beyond Hypothetico deductive thinking adolescents can apply logical thought to abstract verbal and hypothetical situations and to problems in the past present or future thinking about future abstract forming own theories about perfect solutions Na ve idealism Can start thinking about world ideas and Accommodation Accommodation vs assimilation Changing schema The process by which existing schemes are modified and new schemes are created to incorporate new objects events experiences or information Assimilation Using current structure The process by which new objects events experiences or Early formal operations stage thinking personal fable na ve idealism information is incorporated into existing schemes Na ve not very practical A type of thought in which adolescents construct ideal solutions for problems Personal fable exaggerate uniqueness An exaggerated sense of personal uniqueness and indestructibility which may be the basis for adolescent risk taking Vygotosky s private speech The theory of cognitive development relies to much on the child s forces within Sociocultural approach much of a child s development results from a child s internalization of information that is acquired socially primarily through the medium of langue Zone of proximal development Scaffolding A range of cognitive tasks that a child cannot yet do but can learn to do through the guidance of an older child or adult A type of instruction in which an adult adjusts the amount of guidance provided to match a child s present level of ability Kohlberg s three levels of moral development preconventional conventional postconventional Preconventional through age 10 Premoral Lowest level of moral development in which moral reasoning is based on the physical consequences of an act right is stage 1 whatever avoids punishment or stage 2 gains a reward Conventional Rule of conformity Second level in which right and wrong are based on the internalized standards of others right is stage 3 whatever helps of is approved of by others or stage 4 whatever is consistent with the laws of the society Highest level of moral development in which moral reasoning involves weighing moral alternatives right is stage 5 whatever furthers basic human rights stage 6 Moral principles Post Conventional Erikson s lifespan approach especially the issues of adolescence young adulthood Trust vs mistrust infants learn to trust or mistrust depending on the degree and regularity of care love and affection provided by parents or caregivers Birth to one year 1 3 Autonomy vs shame and doubt Children learn to express their will and independence to exercise some control and to make choices If not they experience shame and doubt Initiative vs guilt Initiate activities plan and undertake tasks enjoy developing motor and other abilities If they are not allowed to do these things they start to feel a sense of guilt Industry vs inferiority Feel pride in accomplishing task If not encouraged they develop a sense of inferiority Identity vs role confusion Transition from child to adult Develop an identity and think about future plans 3 to 6 years 6 puberty Adolescence Intimacy vs isolation Develop intimacy the ability to share with care for and commit themselves to another person Avoiding this can lead to a sense of isolation Young adulthood Generativity vs stagnation Must find some way of contributing to the development of the future generation Failing at this can reach to a point of stagnation Ego integrity vs despair Review of their lives and if satisfied can experience ego integrity If dissatisfied they can sink into despair Middle adulthood Late adulthood Three periods of prenatal development their time frames Two trends of motor development cephalo caudal proximo distal Styles of temperament easy difficult slow to warm up A person s behavioral style or characteristic way of responding Easy to the environment Period of the zygote Period of the embryo Period of the fetus Week 0 2 Week 3 8 9 to birth 38 weeks Cephalo caudal Provimo distal Head to tail Near to far Temperament Difficult Relaxed 40 Moody 10 Shy 15 Slow to warm up Securely 65 Seek mother Avoidant 20 Harlow s research with rhesus monkeys their preferences Choose the cloth because of contact comfort Mother and peers are necessary in development Ainsworth s patterns of attachment which is most common Resistant Ignore mother 10 5 disoriented Insecure upset Disorganized Stranger separation anxiety Stranger Separation Begins around 6 months Peaks are one year then declines Greatest in unfamiliar situations Doesn t tend to occur with other kids The fear of strangers common in infants at about 6 months increasing in intensity until around 12 months then declines in second year Found in all cultures Begins around 8 months Peaks at 12 18 months then declines Enhances survival chances The fear and distress shown by a toddler when the parent leaves occurring from 8 to 24 months and reaching a peak between 12 18 months How fathers and mothers differ in their interactions with their children Stages or phases of language development Cooing Babbling 2 3 months 4 6 months Basic speech sounds Phonemes One word 12 months Short Phrases 18 20 months Short Sentences 2 3 years Telegraphic speech language errors overextension underextension Overextension Underextension The act of using a word on the basis of some shared feature to apply to a broader range of objects than is appropriate Restricting the use of a word to only a few rather than to all members of a class of objects Baumrind s three parenting styles Authoritarian Parents who make arbitrary rules except unquestioned obedience from their children punish transgressions and value obedience to authority Authoritative Parents who set high but